Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

Rosenberger, Kyle; Skinner, Daniel; Monk, Jody

doi:10.7556/jaoa.2017.103

Cited by 5 publications

(7 citation statements)

References 27 publications

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“…To evaluate the learning outcomes, students were required to complete a post-class quiz related with the glomerular diseases when they had finished the study of this module (Additional file 1 ). All items in the quiz were A2-type questions aiming to evaluate both basic theoretical knowledge and clinical case analysis ability based on the Bloom’s Taxonomy of cognitive activities with “remember” and “understand” categories collapsed into “basic theoretical knowledge” and items in any of the other categories considered “clinical case analysis” [ 25 , 26 ]. The scores were calculated and compared between the two groups by an independent samples t -test.…”

Section: Methodsmentioning

confidence: 99%

Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

2021

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Background The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). Methods Sixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT. Results Participants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. Conclusions This study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

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Section: Methodsmentioning

confidence: 99%

Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

2021

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“…To evaluate the learning outcomes, students were required to complete a post-class quiz related with the glomerular diseases when they had nished the study of this module. All items in the quiz were A2-type questions aiming to evaluate both basic theoretical knowledge and clinical case analysis ability based on the Bloom's Taxonomy of cognitive activities with "remember" and "understand" categories collapsed into "basic theoretical knowledge" and items in any of the other categories considered "clinical case analysis" [23,24]. The scores were calculated and compared between the two groups by an independent samples ttest.…”

Section: Data Evaluation and Statistical Analysismentioning

confidence: 99%

Flipped Classroom Combined With Case-based Learning Is an Effective Teaching Modality in Nephrology Clerkship

Feng

Lin

Wang

2021

Preprint

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BackgroundBoth flipped classroom (FC) and case-based learning (CBL) are recognized as new effective teaching approaches by emphasizing on different aspects of teaching activities; however, the implementation of FC combined with CBL has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC combined with CBL in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). MethodsSixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format before the face-to face discussion on the relevant cases during the class. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC. ResultsParticipants from the FC group performed better than those from the LBT group in the quiz with higher scores in the case analysis-related questions. FC was also considered more helpful than LBT in improving high order cognitive abilities in the survey. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. ConclusionsThis study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

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“…(2001). Rosenberger and colleagues (2017), for example, conducted a content analysis of the competency verbs used in the American Association of Colleges of Osteopathic Medicine's competencies, and then categorized the verbs according to Anderson et al.’s revised taxonomy. Using Rosenberger et al.…”

Section: Methodsmentioning

confidence: 99%

A Sisyphean task: Developing and revising public health nursing competencies

Canales

Drevdahl

2022

Public Health Nursing

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Background Competencies are intended to enhance the public health workforce's skills. Competencies used to evaluate public health nursing (PHN) practice and education have been promoted by several nursing organizations. Having multiple sets of competencies raises questions about redundancies and their usefulness in evaluating PHN, as well as the central question about the value of the competencies themselves. Methods A literature review of psychometric evaluation research of the competencies was performed. Qualitative content analyses were conducted of seven documents: Association of Community Health Nursing Educators’, 2000 and 2010 essentials; Quad Council Coalition's 2004, 2011, and 2018 competencies; and the American Nurses Association's, 2013 and the 2021 draft of PHN scope and standards of practice with respect to competency definition, conceptual basis, and use of an established taxonomy. Results No psychometric evaluations of the competency sets were found. Textual content analysis revealed inconsistent and or missing competency definitions and theoretical frameworks with competencies proliferating over time. Taxonomy analysis identified minimal competencies at higher complexity levels according to Bloom's revised taxonomy. Conclusions Analyzed competencies lack reliability and validity testing, making assessment difficult for PHN educators and practitioners. Multiple and competing competencies further erode PHN's visibility, even among public health nurses. With unending revisions of PHN competencies and lack of supporting evidence regarding their effect and their integration into education or practice, recommendations for future efforts are offered.

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Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

Cited by 5 publications

References 27 publications

Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

Flipped Classroom Combined With Case-based Learning Is an Effective Teaching Modality in Nephrology Clerkship

A Sisyphean task: Developing and revising public health nursing competencies

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